Banca de DEFESA: RHAFAEL DOS SANTOS GOMES

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : RHAFAEL DOS SANTOS GOMES
DATE: 27/02/2024
TIME: 14:00
LOCAL: Centro de Educação/UFPE
TITLE:
KEY WORDS:
PAGES: 145
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:

This research has as its guiding question the question of how can students develop mathematical thinking with strategies for formulating recreational algebraic problems? The object of study will be the formulation of recreational algebraic problems in the 9th year, with the general objective of investigating how students develop strategies in the process of formulating recreational algebraic problems in the classroom. The specific objectives: investigate how students conceive the formulation of recreational algebraic problems; identify the strategies for formulating recreational algebraic problems developed by students; analyze how algebraic thinking will be developed during the problem formulation process. The research was developed with students from a municipal public school in Pernambuco, using a qualitative approach as a research methodology, case studies, of two students, in activities that involve the formulation of recreational algebraic problems. These were based on the texts, which present the Problem adapted from the Rajah's Pearls, from the book The Man Who Calculated, by Malba Tahan, The Horse and the Mule, from the book by Yakov Perelman. Two semi-structured interviews were carried out, one at the beginning of the research and another after the two sessions of formulating recreational algebraic problems and a questionnaire. We analyzed the data produced with a priori categories that are students' conceptions about formulating recreational algebraic problems, strategies for formulating recreational algebraic problems, and the development of algebraic thinking during the problem formulation process. And the subsequent categories emerged: Exercise Formulation; and The logical mathematical language used. The results suggest, in both cases, that students, when using problem formulation strategies, formulated exercises and have not yet transitioned their mathematical thinking from arithmetic to algebra. Their views on the formulation of recreational algebraic problems differed. In Case 1, the student is neither clear about algebra nor interested in mathematical recreations of contextualized problems. In turn, in Case 2, the student demonstrates some knowledge of algebra, has fun with Mathematics and sees it in contexts.

COMMITTEE MEMBERS:
Externo à Instituição - ERNANI MARTINS DOS SANTOS - UPE
Interno - ***.876.714-** - JADILSON RAMOS DE ALMEIDA - UFRPE
Presidente - ***.709.914-** - KATIA MARIA DE MEDEIROS - UEPB